Gifted EducationFrequently Asked QuestionsAbout the Gifted Education Program:
FAQ about elementary programing and testing.
Q: What is clustering? A: “Clustering” uses performance data to place students with similar instructional needs together for part or all of the school day. Click here for information on clustering
A: At least one first through sixth grade classroom at each site includes a cluster of students with the highest need for instructional rigor. Clustering these students in designated classrooms with specially trained teachers helps ensure that challenge and relevant learning are a part of every school day.
A: Differentiation meets the needs of a range of students by making changes to instruction based on data. Driven by standards and benchmarks, teachers modify content, process, and/or product to ensure that high-ability students are challenged daily. Click here for information on differentiation Q: What is unique about differentiated instruction for the gifted learner? A: Research indicates that high-ability and gifted students learn at an accelerated pace and master new content with little or no need for repetition. Because the average student needs eight to fifteen repetitions to master concepts, differentiation supports the range of learners in the classroom as the teacher designs instruction to meet the needs of all students. All students benefit from differentiated instruction.
A: Yes, each site will have a Gifted Education teacher.
A: A "continuum of services" provides administrators, teachers, parents, and students with a menu of educational options that are respectful of individual student differences and mindful of classroom and community resources. The decisions about the range of services offered are made by the Results teams that followed Gifted Education strategic planning, and may include pull-out programs, varied grouping strategies, acceleration, differentiation of curriculum and instruction, dual enrollment, magnet schools, and specialized, self-contained schools (e.g., high schools for performing arts). The Osseo Area Schools continuum of services for Gifted Education is as follows: Gifted Education staff are present in all elementary buildings. Classroom teachers participate in professional development to understand the characteristics of gifted learners and address their academic needs. Student screening for needs-based pull-out instruction is provided beginning in grade two. Level 2 – Cluster-Based Service (CBS) Gifted Education (GE) staff collaborate with and support the general education classroom teacher. In kindergarten and first grade (2009-2010) and second grade (2010-2011), the GE teacher goes into each classroom to focus collaborative instruction on higher-level thinking skills and differentiation. Affective support is provided outside of the classroom for students demonstrating the greatest need for rigor. In grades two through six, the GE teacher focuses on differentiating instruction in the cluster classroom with students who have the greatest need for rigor. Professional development for the Gifted Education teacher and cluster classroom teacher at each grade level focuses on differentiation of instruction throughout the year. Some schools also pursue the opportunity to develop before or after school on-site teams participating in academic challenges, such as Destination Imagination or Future Problem Solving. Level 3 – Needs-Based Classes (NBC) Gifted Education staff provide direct instruction in a pull-out model for students identified with the greatest need for rigor. Students previously in the “core” group and newly-identified students form the new NBC group. Students participate in three topics per year at each grade level: Affective, Non-Verbal and either Verbal or Quantitative, depending on the site focus. Children’s Chorus is also a part of the Level 3 service. Gifted students from all elementary sites in the district have the opportunity to meet weekly to enjoy music, gain choral skills, and prepare for performances in the local and surrounding communities. Level 4 – Service for a few Gifted Education staff work directly with individual students to meet specific needs such as early admission, dual enrollment, and/or acceleration. This data-driven process to meet the needs of gifted students frequently includes collaboration between parent, teacher, student and GE teacher.
A: Each building has a Gifted Education teacher who will be meeting with students and teachers. The GE teacher at your child’s school will provide site specifics. There will also be a parent information meeting in the fall. Q: Will Continental Math League (CML) be a part of the pull-out instruction in the new model? A: No. Continental Math League may be provided by classroom teachers during math instruction time rather than as a pull-out in Gifted Education. Q: Is there still ExCEL? A: Yes, under a new name. Formerly known as ExCEL, pull-out services are now called Needs-Based Classes (NBC). Q: What is early admission to Kindergarten? A: Four-year olds who turn five by November 1st may participate in Early Admission Screening in the spring of the year they turn five. Q: What is the NAGC? A: The National Association for Gifted Children (NAGC) is an organization of parents, teachers, educators, other professionals, and community leaders who unite to address the unique needs of children and youth with demonstrated gifts and talents as well as those children who may be able to develop their talent potential with appropriate educational experiences. NAGC Mission Statement Q: What is the MEGT? A: MEGT is an advocacy network designed to promote and support the professional preparation of teachers and other educational professionals who have responsibility for the education of gifted and talented students, to cooperate with other organizations and agencies in efforts to promote the education, funding and welfare of gifted and talented students, and to encourage scholarly research and the dissemination of information pertaining to gifted and talented children in school and society. MEGT Website. Frequently asked questions (FAQs) about elementary programming and testing: Q: What are Needs Based Classes? Participants, who have qualified for an NBC, leave the regular classroom, to participate in a series of classes that meet each week for five to six weeks. This type of class is called a “pull-out” class because the students are “pulled” from the regular class to attend a different class. Needs Based Classes have been developed in four different areas to provide enrichment in a student’s area of strength. The four areas are verbal, non-verbal, quantitative, and affective. The “NEED” is a need for enrichment in the content indicated to provide support and cognitive growth for your son/daughter. Q: How is student participation in Needs Based Classes decided? Data is used to place students in NBC classes. All students in Osseo Area Schools in grades two through six complete MAP achievement testing in reading and math. These assessments tell us to what extent the student understands and is able to use information that has been taught. This is one data source that we look at annually. For students who are recommended for ability testing, the Gifted Education teacher administers a series of ability tests called the Cognitive Abilities Tests. These tests tell us how a student uses information to solve problems with new information. This is another data source we can use. Some students participate in IQ testing outside of the school setting. This is a third type of data completed outside of the school setting by private licensed psychologists. This testing is not provided by the school for gifted identification. The scores on each of these types of assessment are then used to indicate if a student needs NBC service at this point in time. Norms, or a pre-determined point value set by testing companies, indicates the levels of proficiency on each type of test. Student’s scores must fall within a specific range to qualify for GE service. (Refer to the CogAT chart in the middle of the cover letter.) Q: Why doesn’t my child have the opportunity to participate in all of the NBCs that the Osseo District offers? Each set of the Cognitive Abilities Tests (CogAT) sub-tests identify strengths in a different area. While some students have high needs for rigor in all areas, many children are stronger in one area than others. In the differentiated classroom, many learning needs are met daily by the classroom teacher. These sets of tests help identify those learners with very high needs for additional rigor and challenge in addition to daily classroom opportunities for rigor. Q: If my child doesn’t qualify for NBCs using school assessment or tests, is there anything else that I can do? In addition to achievement data and ability data, an IQ score can provide an additional indicator of student need. In the State of Minnesota, IQ testing in the public school setting is provided for students being assessed for Special Education Services and is not part of Gifted Education assessments. Private licensed psychologists can provide diagnostic testing that result in an IQ score. Some health care providers also include this type of service in a family policy, but many do not. Your health care provider may have a list of licensed psychologists they can suggest Q: How often may my child take the tests to qualify for NBCs? Children may participate in CogAT testing with a GE teacher one time in a school year. Q: I understand that children not formally identified for Gifted services may have the opportunity to participate in the program. What is the process for revolving in these students? Children who have testing scores indicating the greatest need enter the NBC classes. When there are openings in an NBC class, the GE teacher consults the grade level classroom teachers for referrals to fill all openings. In collaboration, the teachers look at testing data and current classroom performance to determine who has the greatest need for the skills being taught in each of the sets of NBC classes. These students may be offered the opportunity to participate in one or more sets of NBC classes. The focus for all students is driven by demonstrated need for enrichment and rigor. Q: What can I do to help my child qualify the next time there is testing? Prior to testing, it is beneficial to read with your children, discuss strategies to problem-solve, and help them make discoveries in their environment and world. The rich discussion that can develop from shared activities is invaluable. The night before a big test, it is beneficial to help your child relax and rest well with positive support to build confidence. The morning of the test, a balanced breakfast starts the day with energy. Some testing environments allow for water and a healthy snack midway through the test, as well. Children are in the regular classroom for the majority of their school experience. Osseo Area Schools provides an excellent education for all children and takes the job of meeting the needs of all children very seriously. Q: When will you be sending the tests home so we can review them? Standardized assessment, like the MAP/NWEA and CogAT (Cognitive Abilities Tests) are not sent home. The scores are reported to families and recorded in a database kept by the District. Q: If my child qualifies for NBC classes, will he/she automatically be placed in the high achievers cluster classroom? When grade level teachers collaborate to develop class lists, they take a variety of learner characteristics into account to make the best possible placement to meet the needs of each student. Classroom performance, work habits, test data, interaction with peers, and school behaviors are all taken into account for every child. Teachers making class lists have the best interest of every child at the core of their decision-making process. Osseo Area Schools uses the Total School Cluster Grouping model to place all students. Reducing the range of needs within each classroom supports the use of differentiation strategies to better meet the range of instructional needs in all classrooms. Q: Why are there different tests for different services in Gifted Education? MAP/NWEA testing includes data in both reading and math. At the current time, these are the two most critical content areas in elementary programming for students. In addition to reading (verbal) data and math (quantitative) data, we also look at non-verbal thinking. This includes problem-solving, using visual images to make meaning, and sequencing, or putting things in logical order. Service in Gifted Education is designed to align with what we know about student strengths and learning through the data they demonstrate through testing; the intent is to match strengths to daily challenges and enrichment. |
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